best - eric · 2014-01-27 · doooment resume. ed t17,526 606 2661,. title distributive edudation...

DOOOMENT RESUME

ED t17,526 606 2661, .

TITLE Distributive Edudation ResoUrce Supplement to the,Consuler Educition*Curriculum Guide` for Ohio.

."

INSTITUTION Ohio. State Dept. of Education, CdAumbuS. Div. ofVocational EduCationf -0-pt

,, PUB DATE 71'.

. --. 07E- -515-k!-T- rca-1.:Ne rirt,14 inc-GrAii-de I cYrt/ Ohio 10-12, see-n.066 3.54

EDRS PRICE MF -$Q.83 HC -$3.50 Plug PostageDESCRIPTORS Community Resources; Concept Teaching; *Consumer .

Economics; *Consumer Education;. *Curiiculam Guides;.*Distributive Education; Learning ActiVitieS;. '

Resource GuideSecondary EdUcation; Teacher. Developed Materials

IDENTIFIERS 'Ohio .

AESTRACT.The activities contained in the guide are desiOed to

sapplement the dist4bntive education curriculum with informationthat will prepare the studentto.becope a more informed, skillfulemiloyee and 'help the marketing.career briented student better,°Visualize his customer's buying problems. Four overall objectives arestated. The guide is organized in five sections, each dealing withone of the following basic concepts: (1) multiple roleh of theindividual, (2) income procurements (3) consumer behaviordeterminants, (4) consumer alternatiVes, and (5) commupiti resources.Each section begins with a graphic representation of the/basic 0*

concept covered. Several objectives are included for-each section.For each objective .within a section, a table ts prevented which listsconcepts, suggested learning and evaluation experiences, suggestedresources, and a generalization about the objective. The guide alsoincludes an eight-page list of sources of free andmaterials (books,/pamphlets, kits, periodicals, filmstrips, andfilms) for consumer education. Names of the members of Ohio's. State ,

Advisory Cdmmittee on Consumer Economic Education and_of thecommittee of educators, developers of the guide, are listed.(Author/MS)

Is

*i****************#***************************************************** Documents acquired by.ERIC include many informal unpublished *

**materials not available from other sources. ERIC makes every effort ** to obtain the best copy available. Nevertheless, items of marginal *

* reproducibility are often encountered. and this affects the quality *

* of the microfiche and hardcopy reproductions ERIC ,makes available *

* .via the -ERIC Document Reproduction Service (MRS). EDR$ is. not *

* respohsible-for the quality of the-original document. Reproductions *supplied by EDRS are the best that can be, made from theoriginal.r.*

*******************************************1c*****mt********************

ED 117 526

TITLE

DOCUMENT RESUME

ct 66 266.

Distributive Edudatiot Resource Supplement to.the.Consurtier Education Curriculum Guides for Ohio.

INSTITUTION Ohio. State Dept. of Education, .COlumbus. Div. ofVocational Educatiot. .

.0,,

71 .

: 6 IF61t1142-11441-AUCatitlin Glade -tem --/ Ohio K-12, see ED 066 354

4. ..

MF-$O.83 EC-$3.50 Plus PostageCommunity Res9uices; Concept Teachitg; *ConsumerEconomics; *Consumer Educatton; *Curriculum Guides;* Distribute Education; Learning ActiVities;, ''

ResourceGuides;.*SecondaryEdUcation*, TeacherDeveloped MatinIals 0 .,- e

IDENTIFIERS 'Ohio o.

ADSTRACT

EDRS PRICEDESCRIPTORS

The activities contained in the guide are designed tosupplement the dist4butive education curriculum with informationthat will prepare the student -to.' becope a more informed, skillful'employee and help the marketing, career oriented student bettegVisualize his customer's buying problems. Four overall objectives are'stated. The guide is organized in five Sections, each tealiftg withone of the following basic concepts ; (1) multiple roleh of theindividual, (2) income procurement, (1) consumer behaviordeterminants, (4) consumer alternatives, and (5) communitf resources.Each section begins with a graphic representation of tW- basic '*

concept covered. Several objectives are included for-each section.For each objective mithi a section, a table is prevented which listsconcepts, suggested learning and evaluation experiences, suggestedresources, and a generalization about the objective. The guide alsoincludes at eight-page list of sources of free and.inexpensivematerials (books,/pamphlets kits, periodicals, filmstrips, andfilms) for consumer education. Names of the members of Ohio's State ,

Advisory COmmittee on Consumer Economic Eduction and of thecommittee of educators, developers of the guide, are listed,(Author/MS)

*i********************************************************************* Documents acquired byERIC include many informal unpublished *

**materials not available from other sources. ERIC makes every effort ** to obtain the best copy available. Nevertheless, items of marginal *

* reproducibility are often encountered. and this affects the quality *

* of the microfiche and hardcopy reproductions ERIC,makes available *

* via the -BRIO Document Reproduction Service (EDRS). EDRS is not *

* respotsible-for the quality of the-original document. Reproductions ** supplied by EDRS are the best that can be, made from the'original.f.-0********************************************1c*****,w*******************

JAN 2 9 1976'

DISTRIBUTIVE EDUCATION RESOURCE

SUPPLEMENT

TO0

U S DEPARTMENT OF HEALTH,EOUGATION SWELFARE .NATIONAL INSTITUTE OF

EDUCATION ,

THIS DOCUMENT HAS BEEN REPRO- jOUCEO EXACTLY' AS RECEIVED FROMTHE PERSON OR ORGANIZATION ORIGIN-ATING IT POINTS OF VIEW OR OPINIONSSTATED po NOT NECESSARILY REPRE,-SENT OFFICIAL NATIONAL INSTITUTE OFEDUCATION POSITION OR"POLICY

- 101511171rt 41411111111111110

VOCATIONAL EDUCATION DIVISIONSTATE DEPARTMENT OF EDUCATIONCOLUMBUS, OHIO

DOdATION RESOURCE

TO7THE CONSUMER EDUCATION CURRICULUM GUIDE F0.11.6.H10.

Ohio State Board of EducatiOn

O

t I

Dr. Martin W. Essex, Superintendent of PO lic Instruction, Ohio Departme t of Education

Dr; Franklin B. Walter, Deputy Superintendent, Ohio Depaitment ofEduc Lion.1

Dr., Birl R. Shoemaker, Director of Vocational Education, Ohio Departme t of EdUcationMrs. Sonia M. Cole, ASSistadt Director of Vncational Education, Home Ec nomics Section, Ohio DePart-

litent of EducatiOn

Dr. Bernard C. Nye, Assistant Director of Vocational Education Distri utive Education Section, OhioDepartment of Education

.FOREWORD

During Jime of l071 the Ohio Department of Education sponsored and coordinated a CurriculumWorkshop for the purpose of developing spedialized supplements to the Consumer: Education Curriculum,Guide for Ohio, Grades K-1Z More thafn eighty, teachers and teacher educalors, Jepresenting nine dif-ferent su. - a e liei. ac l'of them contributed significantly to the new guidelines.

p4ia 1 ackdowledgmtnits are dice Mrs:-Sorria-Cole-,Msistqnt Director, Vocational-Education, Home-Economics Section, who has provided continual leadership in Consumer Education, Dr. Robert Goble,Professor ofEducation, Miami University, who served as Proiject Director in developing thessupplements,

P Mrs, Margaret Driver and Miss Barbara Reed, Supervisors in AVIIiional HOrri%Econoinics, Mr. DennisLupher, Consumer Econothic Education Supervisor, Vocational'Education Division; and Dr. Robert Myers,Associate Dean, School of Business Administration, Miami University.

In addition, special appreciation is extended to the following persons for their contributions.

Mr. Sam Blaskey, Office of Consumer Affairs, Executive Office of the President, Washinglon,D.C.

Mr. Paul Coleman, Executive Council, Department of Welfare, State of OhioMr. Roger Downing, Executive Vice President Ohio Qonsumer Loan AssoCiationMr. Solomon Harge, Director, Consumer Protection, Cleveland, Ohio

Mr. Byron .Hollinger, Director of School Relations, Ohio Council on. Economic Education

Mr. Robert R. Kibrick of Olcott Forward'Co... 4.,-

Dr. Harlan Miller, Executive Secretary, Council on Family Finance Education ,8.4. EducationalDirector, Institute of Life Insurance ,..

Mr. Robert R. O'Reilly, Director of Changing. Times Education ServiceMr. H. Lester Rupp,-Grolier Education Corporation

Others, too numerous to mention, have had a positive influence on the workshop and the resulting'supplements. Their dedication and agsistance are genuinely appreciated.

f

Martin W. EssexSuperintendent of Pitblic Instruction

iii

a

U

Ohio'sAdvisory Committee on

Consumer Economic EdUcation .

O

The Superintendent,of Public instruction, Manila Essex, appointed the Consumer Education AdvisoryCommittee to the Obit; Department of Education for the purpose of assisting and advising in the develop-ment and-enrichment of consumer education prograins in the schools of Ohio. Membership on the commit-tee is rern:6,t3entative of government, education, business and industry. The committee, coordinated by Mr..C. William`Phillips, has provided suggestions in the developrnent of several projects in consumer cducation.

0

Appreciation is extended to these members for their advise and counsel which has aided in the. ,devel-bpment Of consumer education -resource materials. The names of the committee are listed on the follmingpag,q.

4

'4a.

STATE AD1VISORY COMMITTEE ON CONSUMER ECONOMIC EDUCATION,

Committee MembersPaul R. BosoRoger Downing

1VIrl. Betty trotiRm'Mrs. Jean DusionLoren GibliriFred GoareElla Greenbr. Mearl Guthrie.George HammondSolomon, HargeEarl E. HoganByron Hollinger,Harry ImbodenKarl M. KahlerMrs. Helen.MaloneHarry Moore.Philip RohrJasper M. RowlandClyde ScottIra C. Thompson

- Frank WagnerThomas F. Webb

. Joe Young

.Public. Relations, Household Finance CorporationExecutive Secretary, Ohio Consumi Loan AssociationVice President DistricIDirectiors,-.Parent Teacher's Association --

League of.Women VotersSuperintendgnt, Hubbard Exbrupted Village SchoolgSuperintendent, Elida Local Schools(IMPACT), progiam for`Disadvantaged Girls, Cleveland City SchoolsChairman of Business Education, Bowling Green State UniversityConsultant in Cnsumerand Governmental Affairs, ColumbusExecutive Director, Cleveland Consumer Protection AssociationSupprintendent,Mount Vernon City SchoolsDirector of School Relation's, Ciao CoOncil on Economic EducationExecutive Vice Eresident, Dayton Retkl,Merchants AssociationGovernmental Affairs Director, Ohio State Council of Retail MerchantsSupervisor of SocidStudies, Canton City SchoolsCounty- Superintendent, Clermont County SchoolsPublic Relations, J. C. Periney CornpanAkron .Better Business BureauAssistant Superintendent, Lorain City SchoolsComptroller, AFL-CIODirector of Education, Ohio Credit union LeagueDirector of Curriculum, Middletown City SchoolsAssistant Superintendent, Mad River Local Schools

..

State Department Staff Task Force/on Consumer EducationMr. C. William. Phillips Chairman - Coordinator, Education Professions Development ActMrs. Sonia Cole Assistant,Director for Home Economics, Division of Vocational EducationMr. Robert B. Gates Supervisor, Industrial Arts ,

Mr. Robert H. Koon Supervisor, Research, Survey, Evaluation and Exemplary ProgramsW Byron Walker Supervisor, Social StUdies and Humanities -Mr. J. E. Brown )1 '''ConsultantDirecior, Division of Elementary and Secondary Education.

a

c5.

ii

r

0

INTRODUCTION

0. One of the indisputable facts of today is that we have more money than ever before. Jut, as con-

sumers, we all sharea common problem too, we must ream to live within Tr incomes. By doing so theconsumer may be confronted with a multitude of problems and decisions Yet the, consumer mustnot losesight of the fact that he may very well be the, most important element in our economy.

, ...Today's consumer, in essence, controls the marlsefpiace. The consumer's decision to buy.or not to buy

goods and services . , . when and where to buy . . . how to buy (whether cash or)credit) confirms his im-portance in a consumer oriented economy.

-,.

The success of Aillerica's free enterprise system and economic freedom depends on the consumer'sknowledge of the market, its gOods and services and his eariiest7effort to be right.

.

American business operates on the' principle that the customer is always right and the distributiveeducation student is exposed to that principle. But is the customer always-right?

'It is hoped the instructor will implement the consumer economic guidelines as they may apply to hisdistributiVe education curriculum. 'These guidelines were developed:with the State of Ohio Two Year Pro-gram of Study in mind. ..- . .

Thus, if effectively employed the guidelines should supplement the distributive eduCation ,curriculumwith information that will prepare the student to become a more informed, skillful emplo ee and help themarketing career oriented student better visualize his customers' buying problems.,

ti

e'hairmariThomasflephngrMaterials ConsultantDistributive EducationOhio Department of EducationVocational Education Division

Committee Membersers-William E. Bishop'Sam Guarino ,....,

Charles, JohnstonGordon Lemmon,Paul Levds°

0

.

)

TABLE OF CONTENTSl'

Foretvoid - i. .iii :State Advisoiy Committee .

..:.d . vIntroduction . . ixMultiple Roles of the Individual

- 3-.9 -.Income Procurement i, -ri 7

Consumer Behavior Determinants . '1 0000000000 IIraConsumer Alternatives 17Community Resources . ' 43Sources of Free Materialsaterials

,, 49

A

0

01.

4,

,

o

tt---------'PONSUMER EDUCATION-

DISTRIBUTIVE EDUCATION

OVERALL ()MOVES

I. . . To provide ,information that will better enal* the students? to.

identify and establish their values' and goal's as they 'relate to economiccompetence

, .

. . . To supplement the distributive education curriculum with informa-tion that will prepase. the studeneto beCome-a more -informed, skillful con-

e

sumer.6.

.,

' . . . To help the marketing career oriented student better.visualize hfscustomers' buying problegis..

.

. . . . To make the student aware that all consumer alternatives can be-asophisticated decision-making Process.

ct

ULTIPLE.ROLESDWIOUAL

1

4

Family Member

Homemaker

Voter

fax Payer

Borrower

Skier 'Buyer.

Investor

;WorkerEmployer

CONSUMER

.

/MOLES? RIGHTS & RESPONSIBILITIES OF THE CONSUMER

OIRJECTIVE: The student Understands that as a consumer there will be basic roles that be must, play in-our society.

CONCEPT

ROLES IN SOCIETY

Worker

Reasons forworking

Satisfa4ioyi

Buy goodsand services

SUGGESTED LEARNING ANDEVALUATION EXPERIENCES

SUGGESTED,RESOURCES

-"P.'.

Discuss in class various reasons for holding ;job,.

Have each student list his job and how much,he and w he or she likes or dislikeSthe Work. ,

Haveihe students list what they would like tobe doing in the future and why they want to-charige -from their present job,

<0,

GENERALIZATION:,As the student groWs his needs and wants will change through the various life stages, along with hisearning power, As a wOrker he will have to change his skill to meet the occupational need's of the econ-

Consumer EconomicProblems, Wilson; Eyster

Have the. vocationalcounselor discuss the impportance of having some,plan for the future. Dis-cuss work skills neededin dhe job each student.-would like to have inthefuthre.

Have the vocationalcourisetbr,clispusssent day ,lob market and.how often a person mustdeirelOp* new skills to,cope with \changes in ourbusiness world.

"Job Facts,"',Assoc. of.Manufacturers

"How to Get a Better,Job,"Austin Maishal

omy. pxzt.

, ROLES, RIGHTS & RESPONSIBILITIES OF THE CONSUMER,

OBJECTIVE: The student understands that as he earns a wage he will have certain basic decisions, InorderAo make these decisions he must understand what his chokes will be

CONCEPT

CONSUMER

SPENDING

'BORROWING

SAVINGS

INVESTMENT,

CITIZEN OR'COL-LECTIVE GROUP

GENERALIZATION:

SUGGESTED LEARNINEVALUATION EXPERIE

List various ways that 'a consu er will haveto use his income.

Foreo the opportunity of using p 'chasingpower later or. retaining his earnings.

Give up chance to spend money later to con-sume now. List places to borrow money.

Consume less at present to consume more ata later date. List ways to save.

Sacrifice the present use of income to in-crease future income.

In all of the various decisions one will have tomake, discuss some of the advantages and dis-advantages-of each decision.

List some of they fixed types of expenditties,what each one should have and how will thesebe handled.

. 7

People can band together/tospend money..

List on black board various was thaca groupuses its money or resourcbs to getAndte buy-itig power or saving.

Discuss: As a citizen we have some *controlon howour local government will spend its,modey through tax levies and bond issues.

.

v .

_SUGGESTED-RESOURCES"Problems of AmericanSociety," The ConsumerGerald Leinwand

National Consumer Fi-nance Association pamph-lets.

See alit on credit.

See unit on investment.

Outside speakers couldbe' used in these areasor cover .° these areaswhen other units are dis-cussed.

Use breakdown of localgovernment funds and

\how they get their money.

Through the use of the democratic process We as citizens spend money. In some cases we can controlthe use of this money. M groups we can band together and gain an increase in our purchasing power.

VOCATIONALCHOICES RESOURCES

Requirements penefitS,1'.,.,...,,s

.

ConsideratConsiderations' Information '

CONTINUOUSEDUCATION

Hman,

Financial Community

. ,..Requirem*ants

.CostsTypes Levels j'urposesInformation

Total Effeers866,in:div°Family Community,r0 Society

INCOME PROCUREMENT

OBJECTIVE: To hejp the student realize the true value of his individual resources.'

CONCEPT

UNDERSTANDINGPERSONAL WEALTH"?

Wealth as a Per-sonal

o.e °

Intangible0

or skill 'KnowledgeEnergyHealth

Tangible

Land

Stocks andbonds

PersonalpossessionsSavings

Income as a Resultof ProductionAResoUrce


introduce through filmstrip, "The Role of theConsumer."

SUGGESTEDRESOURCES

Individual stUdeni project Have each studentmake a study of his personal wealth. Firsthave' each list his intangible assets. The in-structor or class can affix an imaginary valueto the intangible assets discussed and havethe student evaluate each one they possess ona scale from 0 to the value, set. Second, list thetangible assets and list the true value of each.Then figure the present pay per year basedon the net amount. Total up the value andprepare a report. This should help each -stu-dent.realize the dollar and cents value of theirpresent resources,

Discuss: Why does an actor or a personalityget a large sum of Money for a personal ap-pearance.

Compare tfie tangible and intangible assetsearned in two different occupations.

The more youproduce the great-er are your'resources:

AssociationSterlingFilms.

WilsonEystor, Con-sumer Economic Prob-lerns-6th ed,

"The, Money World asSeen by a Young Mod-ern" pamphlet, Univer-sity of Missduri

"Pre;ent Value of Esti-mated Lifetime Earn-ings," pamphlet, Bureauof Census, . Washington,D.C.

GENERALIZATION:I r ,

To understand personal financial management, every individual must start with an understanding ofhis personal value. . ^.

The sources of personal wealth must be explored and evaluated in determining personal value.

9

14

1

VALUES/GOALS

6

1 1

CONSUMER BEHAVIOR DETERMINANTS

OBJECTIVE: Point out to the student that the consumer is being thdnipulated, in the marketplace today.

CONCEPT

"MANIPULATED"

GENERALIZATION:As a consumer takes his place in society he is subjecchoices he can make to help prevent these pitfall,


Discuss what the word means.

Discuss the present day advertising and howthe mass media functions in, persuadinkpeople to buy merchandise.

De%we allow things to influence the consumerthat should be. CovereXby.laWs? '-

Consumer protection laws. Discuss various.local; state and federal agencies.

3 SUGGESTEDRESOURCESThe Innocent Consumervs."the Exploiters, Signey

-.Margolius

See 'Advertising Unit.,

"Problems of American-Society," The 'Columer,/Washington Square Press

,Filmstrip .`,`ExploitedGeneration," GuidanceAssociates

, -manipulation.. He Must, become aware of the

13

CONSUMER BEHAVIOR DETERMI ANTS

WIJECTIVE: The student uriderstands that the basic reasons or mo ives that impell a person to spend hisresources are interrelated.

CONCEPT 4

BUYING MOTIVES

Fundamental

Safety or Security

Comfort or Well:Being, '

Status of Belong-,ing

Recreation andenjoyment

Desire eor Know':edge

Financial Gain

Social Relation-ships

PLANNING.


SUGGESTEDRESOURCES .

,

Food, shelter, clothing.

All of these basic , reasons for buying arefound in the unit on salesmanship and should,be discusied from the consumer viewpoint.

Select an item and have the class decide whatreasons might 15e used to purchase its

Have the sttideniS' Make a. list of items pur-chased in the lait few dayi.and the reason orreasons they purchased it.

Have students bring in newspapers and .dosome shoppin and identify reasons for want-ing to buy stain items.

Teaching /Consumer Edu-cation ,arlei. FinancialPlanning

oLocal newspaper.

64

The concept of sPending'wisely and planningshould be stressed. To Make a wise decisionone'rnust use the following -steps in purchas-ing large or small:

1. Identify item needed.2. Analyze resources.

.a. Study alternativesb. Seek information on product

3. Make decisions.4. .Evaluateresults.

Changing Times'

Consumer Reports-

Newspaper

Magazines

Manufacturersinformation

Go' through the ldcal newspaper and do somecomparison shoPping. Use Conittmer Reportsand show that the most eipeniive is not al-ways rated the best. -

,=

GENERALIZATION: 4 ' #

Buying motives can not alWays be separated and many times are related. A -sconsumer may purchasegoods `or services with conscious or subconscious motives prevailing. .As a consumer's status and.life style change buying motives, in most cases, will retrain the same: Re:sources available to spend will also increase as a person passes through various life, stages.4

i

The student will,,becoMe an intelligent buyer and make the proper deCisions through the use of everyday Material available to them.. ,, ,

- .The student ghould use his limited income resources to the best of his ability.

At.

15

18O

9

CONSUMER ALTERNATIVES

DECISION MAKING PROCESS

IdentifyWant or

Need

e AnalyzeAlternativesIn Terms of

Goals, Values,

Resources

. .

Seleet One" or3wo

Alternatives.

,

Guide And,- - Control

Decisions

AcceptConsequences

and Responsibilityof Decision

EvaluateDecision for Future

Reference

FLEXIBLE PLANNED USES OF MONEY-LONG & SHORT TERM GOALS

ripa,..r .,=nm°:,?= ...=§1,

A D V E R

.... 0, 0

... i Ii

.,t


OBJECTIVE; To make the student aware of personal money management through budgeting and fi-,nancial control.

CONCEPTSUGGESTED LEARNING ANDEVALUATION EXPERIENCES

SUGGESTEDRESOURCES

WHY A FINAN-CIAL PLAN

IS

Meeting Everyday

Food, clothing,6 shelter

o f f

Attaining Future

Short range

VacationsNew carNew furnitureetc.

Lang range

New homeCollege Edu-cationetc.

litroduce'with, the movie-Personal Finpi cial ? National ConsumerPlanning. Finance Association

"Corisumers in Action."

Poi

Discuss: How do short-term and long termgoals, affect a spending plan?

AssociationSterlingFilms

The Consumer in theMarketplace, Leyy, Feld-man, Sasserath

"A One Week TeachingUnit on Consumer Fi-ances," National Con-

sumers Financial As-sociation.

Preparation forthe Unexpected'

Hospital anddoctor bills

Time off work

DEVELOPING AFINANCIAL PLAN

Spending Plan,

What is it?

Consumer EconomicProblems, Wyllie, Wilson,Eyster.

Have each member in the class explain inwriting what they ,would do if they receivedan unexpected gift -of $500. Would tfie use(Pifer if they,had earned it?

Booklet: "Personal MoneyManagement," AmericanBankers Association.

ti

CONCEPT

What will it do?


Help youlive withinyour incomeProvide financial re-cords

o Help savemoneyHelp achievepersonal goals

-,. Characteristics ofa Workable Spend-

- ing Plan

Planning

Determine-

0 goalsEstimateincomeEstimateexpensesDeterminepriorities

What to include

FobdexpenseHousingexpenseSivingsInsuranceClothingPersonalNeedsEducationRecreatiOnMiscellaneousexpenses

Have the class set up and carry out a survey todiscover how the members of the studentbodyispend their money.

T

SUGGESTEDRESOURCES

film: Manage YourMoney, American .

Bankers Association

Have each 'student think of something they "Chang* Times, Kitswoul4 like to buy or do after graduation and for Teaching Consumerprepare a spending plan to assure themselves Education." .

the money.

Have each student set up a spending plan; forsix _weeks based on his present earnings :- Ex-pand the plan to oneyear,

Speaker from local*ba4k or insurance office Local bank or insuranceversed on family financial planning. agent. a

21.

CONCEPT

Setting Up a Work-able SpendingPlan

Basbd on in-dividual orfamily situationDaily, monthlyor yearly plan

SUGGESTED LEARNING ANDr EVALUATION EXPERIENCES

SUGOESTED'RESOURCES

GENERALIZATION: , P

Some form of organize& financiafplan, an individual or family basis,, is essential to attaining short.or long-term financial goals.

0,

4.,

.. . .


OBJECTIVE: To help the student understand his alternatives to spending by making him aware of per-sonal savings and investment phms.

CONCEPT

NOT ALL MONEY'MUST. BE SPENT

SUGGESTED LEARNING ANDEV414UATION EXPERIENCES

)4

Let Money Workfor You

Savings ProgramInvestments

-WHY A; SAVINGSPROGRAM

Future. Needs

CarClothesVacation

Emergencies

HospitalCar fepairsLoss of job

UnexpectedOpportunities

InvestmentGood buy

p

z Speaker from local bank to speak on the sub.ject7,'.--Why Save.

SUGGESTED. RESOURCES

The Consumer in theMarketplace, Levy, Feld-man, Sasseroth

Local banker,

Discuss: The advantage and disadvantages of° "Changing' Times Kitssaving. for Teaching Consumer

Education"

Earning Interest

Piece of Mind

Prbtection ofMoney

DiVide the class into groups to investigate the. different s ving institutions and report to the

Class. on s ch features as safety, convenience,rate of i erest and how figgred, and anyother special features.

22

123

O

-

INS

ar

CONCEPT .

METHODS OFSAVING

C, ,

,Banks

Saving.in M ual Say-in


SUGGESTEDRESOURCES

.

Discuss thereasonVyhy a person might per-, fer placing his savirigs in a.bank rather than

ILS: Savings Bonds or a CrOit Union. .

Savirigs orchecking conj...mercial bank.

Time depositsin savings orcommercialbank. -

Glirktma's :club

Savings and Loan.AsSociations

Credit 'Unions

U.S. SavingsBonds

Life Insurance ,

Methods shouldsuit situation andindividual

Income c-

Reasons forsaving

INVESTMENTS

`SourceilofInvestment

Stockso

-PreferredComm-on

s

Film: Harvey. Dilemma,Modern Talking Pictures

Pamphlet: "U.S. SaviigsBonds," Supt. of Documents, Washington, I.C.

"Where Peopk KeepTheir Savings and Why," ,

Changing Times, 1964.

Have a stock salesman- or broker speakclass on stocks and bonds.

23

24

a .

a

o Lcical stock salesman.

'

,CONCEPT

Bonds

4...,SUGGESTED LEARIJWANDEVALUATION EXPERIENCES

SUGGESTEDRESOURCES

Corp OrateMunicipal

Mutual funds

Closed-endOpen -end

Investment co.%

Other invest-o . :vents

Real estateBusiness

Specnlaiing

Short-terrngain as againstlong-tont .

..,./1

Speecer to talk on Mutual Funs. :

Real estate salesman to speak on investing inproperty.

Mutual Funds salesman.

Local real estate broker.

Divide class into groups to investigate and re- What ,Everybody Oughtport on where they would Save or invest to Know About 7inv$10,000 fbr a five-year period. Stack and Bond Busi-

ness, Merrill, LYnch,Pierce, Fenner & Smith,

Stocks and Bonds game,3M :Company

Sources andmethods shouldsuit the situationof tile individual

Income:ofindividualShort or ion&

Have 'Class play the stockg and-.bonds game.

range goals-

GENERALIZATION:Students should know the differences between different-types of saving institutionsto the consumer:Saving and investment .plans should be meaningful to be effective.

and their services

CONSUICIER4LTERNATIVES

OBJECTIVE: To help the student realize the need for protection against the uncertainties, of life.

CONCEPT

EXAMINE THEo UNCERTAIN-

TIES

SUGGESTED LEARNING ANDEVALUATION EXPERIENCES ,

What Do YonHave to Loewe?

Income.PersonalPropertyHealthLife

Loss of Income

Lay off. Accident

Loss of PersonalProperty

FireTheftAct of God

0 Accident

Loss of Health.

AccidentDisease

Loss ofiife

LOSSES CANNOTBE ELIMINATED

Protection incase of loss isneceasasry

GENERA A TION:

Rim: Time awl A Place to Grow

SUGGESTEDRESOURCES

"Policies for 'Protection',"Institute of Life \ andHealth Insurance

Association Films, NewYork, or Modern. TalkingFilms 'New York

Discuss the question: What disastrous thingscould happen to. you today? Try to classifythem into specific areas and place a Monetaryvalue" to each.

o

From a local insurance agent collect informa-tion regarding unusual claims and cases hehas faced, '

Students must' realize 'the risks involved in life and earning a living,

25

20

The Consumer and HisDollars, SchoenfeldNatella

Consumer EconomicProblems.-8thgd,Warmke, Wyllie, ilson,Eyster

0


OBJECTIVE: To make the student aware of the methods' and forms of protection

CONCEPTETITOliS OF

OTECTIQINT

ersb Savingsand Investments

Protection paidfor exclusivelyby the;,individ-

. dal

Insurance

Sharing thecost of protec-tion by allpolicy holders

INSURANCE.`PROTECTION

Basic InsuranceTerms (Sepappendix thisunit.)Basic classifications

Risks to persons


SUGGESTEDRESOURCES

Discuss the' Aifference betwee9 personal sair-ings and investments and insurance as a pro-,tection against risks, Have a panel discussionof the pros and cons of each,

Film: Protection for People

AccidentDeathSicknessDisability

'Old ageLoss ofemployment

Consumer EconomicProblems-8tli ed.Warmke, Wyllie, Wilson,Eyster.

"Policies for Protection,"Institute of. Life andHealth Insurance.

Association ,Films

"FireSafety 'and,- Pre-vention," "Disasters,""Burglary and You,11 ,"Are You° Piotected"National ResearchBureau, Inc.

Property. risks

FireTheftVandalism

Lffe InSuranee FacilifookInstitute of Lifeinsurance

SUGGESTED LEARNING AND .

CONCEPT EVALUATION EXPERIENCES

NaturaldisastersDefective _

legal titlesTransportatibn

Forms of Instir-ance

Life insuranceOrdinaryLimitedpaymentTermEndowment Divide class into groupi, to investigate types

of insurance, Have them report to the classAccident and such inform tioil as costs, coverage, how theyhealth insur- 'operate, heavy and 4en to make claims, etc,anceFire insuranceTheft insuranceLiabilityinsuranceAutomobileinsurance

Bodily. injuryPropertyClamageUninsuredmotoristComprehen-siveFire andtheftCollision.Medicalpayment'Towing FTCPitfalls to. Watch

for in Mail Order Insur-ance Policies

SUGGESTEDRESOURCES

4

Have a local insurance agent speak on the Local insurance agent,different types of risks and the proper insur-ance to have for protection. Pay Now, Die Later

James Opllin

Filmstrip: "Dollars for Security" Institute of Life Insurance

Decade of Decision, In-stitute of Lae Insurance

Title insuranceInland marineinsurance

, Credit insurance


Social Insurance -Investigate the state law pertaining to Work-men'i Compensation.

Insurance insti-,,

gated by somegovernmentalagency

SocialSecurityUnemploy-mentanceMedicareand medi-cadeWorkmen'sCompensa-tionDisabilityinsurance

GENERALIZATION:

SUGGESTEDRESOURCES

Social Seaurity Adm,-"Teachers Social Se-urity Kit Folder"

Local person from Social Security office totalk on the use of social security for the in-dividual.

Same could be done in all areas of social in-surance.

Local Social, SecurityOffice.'

9,

Students should' e aware of the other methods of risk protection begides insurance;

The different types of insurance should be studied thoroughly to be sure The individual's specific needsare being met. . ,

The workings of the different kinds of social insurance should be known and what protection they offerthe young adult as well as the old.

O

9

28

29

4 1

APPENDIX cr

o BASIC INSURANCE TERMS

1. Insuredthe peison ongroup who 'purchase` and are protected:7. Policya form of contract betwee the insurance company and the

insured.3. Premiumamount of money paid fo the insurance.4. Beneficiarythe person named to rece ve the proceeds.5 Grace periodperiod of time given to pay the premium before the

policy lapses.6. ''ace amountthe amount stated on the face of the policy tilat will be

paid to the beneficiary,7. Agenta person Who'sells insurance. .

8. Cash valuethe amount of money a person recdives if he gives up thepolicy.

9. , Dividenda payment to a policyholder with a participating policy.10. Claimthe formal notice to the insurance company requesting payment.

.11. Right of conversionthe right of th,e policyholder to surrender a termpolicy and receive in eicchange a more permanent form of insurance.

4

J

29

30'

CONSUMER ALTERNATIVES.7

OBJECTIVE: To provide the student with information which will enable him to better select' food,products that meet his needs and income.

To list tec tdques that will help make thelist use of money allocated for food items.

To show h w "where you shop" may affect the value of your food dollar.To expos e student to the advantages of money management in food purchasing.

T

CONCEPT5 ,

FOOD.

A 'Need

Daily investmentSatisfies hunger.Promotes Health

Buying Factors ,

The way we live

Where we live

Income .

Population

Size of familyand age

Season

SUGGESTED LEARNING AND. SUGGESTEDEVALUATION EXPERIENCES "RESOURCES

Discuss these factors as they may -apply "Your Food Dollar"Household Finance (HFC)Corporation,, Chicago,Ill., 1968, Free .

Filmstrip"Spendingo Your Food Dollars" HFC,

$1.75.

food purchases.

Compare suburban food buying habits withcity .or, rural habits.

Survey or research income as it relates to foodbuying.

Discuss Supply and demand as it affects price.

Discuss season as it relates to fodd price.

Health,and Time affects preparation and shopping.dietary needs

Time

Money

Skill in planning

The Spending Plan(Budget)

Money affects qtality and quantity.

Skill in planning affects product and its - size,shopping list, etc.,

Debate pro and eon of a food spending plan.

Have students ask parents amount.of incomespent on food items. (An' s.- should be between15-30W)

Filmstrip"DirectingYour Dollars" Life Ins.

r Inst., 488 Madison Aye.,N.Y. $3.00.

* Confirm 15-30% for your area.

With apprOximately 15-30% of total income spent on food the consumers ability to realize factors affecting his food dollar'are of essence.

CONCEPT.SUGGESTED LEARNING AND

'EVALUATION EXPERIENCESSUGGESTEDRESOURCES

The Shopping List

Quantities

Brands

Comparison shop-ping

Shopping Location

Neighborhood

Specialty(Delicatessen)

Supermarkets

Cooperatives

The Services

CleanlinessVarietyPersonnelEfficiency.RefundsCouponsTrading stampsQuantity dis-countsDeliveryCredit

The Time to Buy

Time of Day

Do not include non-food supermarket itemssuch as magazines,. cigarettes, cosmetics,,clothing, etc.

Keep in mind family size-and storage space.Quantity buying (3/$1.00) may help stretchthe food dollar.

'Have each student select five supermarketitems and compare prices of "house" or pri-vate, brands vs. well known brands.

,Use the newspapers as a means of comparing"specials."

DiscUss location as it may affect food prices.

May be expensive depending on competition.

Usually expensive (special food and diets),

Offers variety fat lower prices.

Least expensiA but difficult to find. Sttidentsmay wish to'` `compare prices at the above,locations.-

Prepareepare a .tritten report on ho* the listedservices migt increase or decrease the ,priceof food, items .

Select a panel of 'stnvantages or disadvanfood items at storesvices. Eg. Resolved:crease the price of foo

or

is to debate the 'ad-es of shopping for

one or more ser-.ng stamps do in-'oducts.

Research. indicates the shopper buys moreimpulsively before lunch and before dinner onan empty stomach.

31

32

"Consumers BuyingGuide"Better Business,Bureau.

"How to Shop Wisely"Montgomery

"Hidden Persuaders"Vance Packard

CONCEPT

The day

Month or season

+'K

O

SUGGESTED LEARNING AND SUGGESTEDEVALUATION EXPERIENCES RESOURCES

Many specials are offered on Mondays andweekends.

Many food items are less expensive when inseason.

Gather 12 monthly issues. of CHANGINGTIMES for the most current year. Have stu-'dents compile a list of bbst food buys for fheentire month,

O

aCt

32

33

0

CONSUMER ALTERNATIVES.

OBJECTIVE: To provide students with hiformation enabling them to make better use of time, energy andmoney.

To provide students with information that will help them increase their buying skills, thustheir buying capacity.

To provide students with product information enabling-them to obtain more quality for the -dollar,

CONCEPT

CLOTHING

A Need


Physical need.Erhotional need

Buying Motives

The way we live(physical)Where we live

Discuss clothing as a want vs. a need.

SUGGESTEDRESOURCES

/"Your Clothing Dollar"(HFC)

Filmstrip"Your Ward-rob and You" (HFC)$1.75.

ti

-Ste.--,Buying Motives inRetailing:Principles and Practicestext, Gregg.-

(physical)Season of the Ask class for other factors..year

I

The Resouraes, TimeMoneySkill in planning

The Siieriding Plan Have students arrive at. a percentage of Movie `Personal Money", weekly or monthly income. they spend on Mdnagement"Associa-.

clothing. (Ans. should be between 10-20%.)* tion Films.

Spend only the,alloted amountBuy only theitems needed

The Label Have students or grOups discuss and collectseals, labels and tags.

Permanent Press PPNeeds no ironing.

*Confirm your area

May need some ironing.

33

34

"Know Your MerchandiseWingate, McGraw Hill,1964, N.Y.

SUGGESTED LEARNING ANDCONCEPT . EVALUATION EXPERIENCES

SUGGESTEDRESOURCES

Crease resist-ance

Colorfast

.Preshritnk

Spot and stainrepellent

Fibers

May wrinkle slightly.

Retains color throughout life of garment withlittle change.. (No- garment is completelycolorfast.) /

L Eliminates excessive shrinkage.

Should not absorb liquids(Scotchguard, etc.).

Assign committees to study and present acomplete unit on one or more fabrics.

Cotton

Linen

Silk ".

,

"Textile Topics," Per-, iodical, Celanese Fibers

'Marketing Co., FifthAve., N.Y., N.y. ;-

Inexpensive, durable but subject to shrinkage.and wrinkles easily.

Crisp appearance,' strong but wrinkles easily.

Very strong, luxurious appearance, goodwrinkle resistance, expensive.

Wool _ Soft, strong, rable, good wrinkle resistance.

Synthetic

Acetate

Acrylic

Glass

Modacrylic"

0

Silk-like, good wrinkle resistance, inexpensive..

Wool-like, wrinkle resistant.

Strong, nonabsorbejit fjbers, sunlight: mayweaken easily,

May resemble fur or hunian- hair, durable,nonflammable,

Film"Facts AboutFabrics," E.I. DuPontCo., Wilmington, Del.


Very strongoion-shrinking, lightWeighti can-not be exposed to high heat,

Nylon

Olefin

Polyester

SUGGESTEDRESOURCES

Lightweight, wax-like, sheds water, colorfast.

Strong; very wrinkle resistant, no shrinkage. °-

Rayon Inexpensive, absorbent, wrinkles easily.

Spandex Lightweight, elastic, stain resistant.

Shopping Skills Allow students to list and discuss the, shop-, ping skills they have- acquired.

Buy quality bestfor youShop in reput-able storesPlan your ward-robeKeep a salecalendarAnticipate your

'needsCheck fit beforebuyingLearn about care

Land wear

GENERALIZATION:Prioe can be an indicatorof quality but ff- is 'not always advisable to judge clothing quality by Pricealone.

The choice of clothing'will most likely be influenced d greet deal by fashion-trends in your area

Discuss: Fashion as it influences the spendingplan.

fl

"Managing Your Cloth-ing _Dollar" Money Mani:agment Inst., (RFC)31:50.


,

OBJECTIVE:To provide the student with specific knowledge which will enable him to select an auto-mobile in the immediate future. a.

To help the student investigate the most important factors in the purchase of an:stuto-mobile.

SUGGESTED LEARNING ANDCONCEPT EVALUATION EXPERIENCES

AUTOMOBILE Is usually referred to as a want rather than aneed. .

Consider factorsBefore Choice

NeedWorkPleasure

. Status and im-portance ofPrestige

- Price and termsof-financingOwnership andoperation costsFuture trade invalue

o

SUGGESTEDRESOURCES

(Have 'students . discuss the need for an auto-mobile. a .

Discuss': How important is statics and lash-ion? Can your standard of living afford thelatest model car.

Alternatives,Options

Engines Students may wish to list size of the car, uses,maintenance, speed, etc. and decide on sizeof engine (4, 6, or 8 cylinders).

Transinission Consider purchasesosts, resale Value, opera-.size ting costs (automatic and standard).

Radio None or AM, AM-FM, Stereo tapedeck, etc.

3a

*

jo

`"The Buying GuideIssue of ConsumerReports," ConsumerUnion

See AppendixRunz & Co. available atAAA in quantities

"Consumers BuyingGuide"Better Busi-ness Bureau 's

CONCEPT

'Brakes

Steering

Tires

Roof

Other options

SUGGESTED LEARNING ANDEVALUATION EXPERIENCES,

Ne Car vs. UsedCar

The Dealer

Financing.,

Insurance

O

Shopping forInsurance

Standard, power, disc.

Standard, power.

Black, whitev411, red stripe, radial, etc.

Standard, convertible, hardtop, vinyl.

Power seats, power windows.

Have students list other options available.

Choose a new, model car and inquire. aboutprice at three different car,agencies. Report'the price .variations to the class.

Make a list of 'at least ten reasons why youwould buy a new car. Then make a list of atleast ten reasons why you,Would rather buy a'used car.

Student evaluation of the dealer mayabe quitebeneficial. Have the sttident list factors to be.considered 'such as:

Well establishedAdvertisingService facilitiesEtc.

SUGGESTED.RESOURCES

"Your Automobile p,ot-lar" (HVC)

.?

Have studend shop for credit dosts and corn-par'e true, actual interest.

Discuss: with students type of coverage:LiabilityComprehensiveCollisionMedical . c,

Uninsured MoeoristTowing

Give students fixed factors and have each findhis own insurance. Discuss premium differ-ences with class:.Eg. Year of car, style, engine, size, $100deductible, $50,000-$100,000 liability, $1,000medical, etc.

. 37

038

Refer 'to credit unit

Invite a guest from. in-surance industry.

See Appendix foecosti,

of

COPiCEPT,

OTHER CON-SUMER PUR- 'CHASES

SUGGESTED LEARNING ANDEVA UATION EXPERIENCES .

Se ct, other popular items students may wishhop for,such as:

StereosTape RecordersFurnitureCosmeticsRecordsAppliances

8

Allow students to select items and shop forthem collecting all pertinent data availablesuch as price, warranties, reputation, financ-ing etc., and have them report their findings.

GENERALIZATION:A thorough investigation should bundertaken before buying a car. The above particulars are by nomeans exhaustive.

O

,SUGGESTEDRESOURCES

"Get Your Money'sWorth" Toyer

Filmstrip"You TheShopper"(HFC)$1.75

Filmstrip "Your Money'sWorth in Shopping"(RFC.) $1.75

Pamphlet"PlanningAhead for the Buyingof Major Equipment"U.S. Dept. of Agriculture,D.C. Free

O

k

DETAILS OF CAR COSTS't

Following i a breakdown of the national figures computed. by Jtunzheimerand Company for a 1971 Chevrolet, eight cylinder, four door hardtopquipped, with standard accessories:, radio, automatic - transmission and

power leering.

Variable Costs* Gasoline and oil 2.96 cents

Maintenance .73 centsTires .56 cents

4.25 centsper Mile (at

an average of10,000 miles

peryear)

Fixed Costs AnnuallyFife and theft insurance $ 62.00 .

$100 Deductible collision $ '125.00PrOperty damage and liability($109 / $300/ $25M) $ 175.00License and registration $ 5.00Depreciation $ 738.00

Source: AAA

39

40

$1,125.00 or $3.08 per day

$ 3.08 per day365 1 year

$1,125.00425.00

$1550.00 or 15.5eper mile for one year

-.

-

'CONSUMER ALTERNATIVES

OBJECTIVE: The student will have a comprehension of consumer credit, how it functions, and how itaffects him.

CONCEPT

ROLE OF CON=SUMER CREDIT


SUGGESTEDRESOURCES

Wide use of Credit

Credit Cards

Collect newspaper ads and direct mail .piecesto show wide solicitation for consumers to usecredit.

Borrowing Cash

CASH VS. CREDITBUYING

Cash Discounts

Hidden Costs ofCredit

Interest Rates

Have speaker from bank or consumer, loancompany explain-the different types and kindsof consumer credit. ,

Have students shop different stores for sameitem. Compare cash price and price if con-sUmer charged under various types of creditt

GENERALIZATION:Credit is important tr the overall functioning of the economy.

Dees credit raise prices on all merchandise?

'How does the cost of credit affect all consumers?ROO haS credit. contributed to the nation's high standard of living?

Operation 90(CUNAFilm)

,The Wise Use,of Credit,Association Films, Inc.

Consumer EconomicProblems, Warmke;Wyler, Wilson, & Eyster.

The ConsumeP and IllsDollars, Shoenfeld &Natella.


OBJECTIVE: The student is knowylgeable in the application' for Nand the uses of credit for futuri- purr.chases and/or cash borrowing.

CONCEPT

CREDIT APPLICA).,TION FORMS

. Three C's ofCredit c.

Fair Credit Re-porting Act

TYPES OF CREDIT

Non-Installment

Installment

Mortgage

CREDITX ARDS

Company only

National

International

CASH LOANS

Banks

Consumer LoanCompanies

Credit Unions

insurance Corn;panes

Pawnshops

GENERALIZATION:Different type's of creditcheapei costs on individu


. SUGGESTEDRESOURCES

Have credit manager: or coUnselor come toclass td explain the three c's and credit ap-

0,plicatiOns;..

The Consumer in the. Marketplace, Levy, Feld-

man, Sassefoth

Collect credit applications for various types ofcredie,and explain 'the prudent uses of each c:

type,

Have students investigate costs and avail-ability of borrowing $600 for one year fromvarious agencies.

Consumer Crfdit Fetterman 0

"Those Charge Any-thing, Anywhere CreditCards"Changing Times,March, 1970;

"Your Money Mattersand You Take the Credit"Filmstrip Ohio Con-sumer Loan Association

BorrowingA ResourceICit for Teaching Con-sumer EducatiopCha

atiing Times EduconServic.

purchases or cash borrowing m allow' consumers to arrive at better andal purchases.

41

42


OBJECTIVE; The student recognizes" principles, rights, and responsibilities involved in credit ratings,credit problems, Ind credit counseling for consumers.

CONCEPT

CREDIT RATINGS

Credit Bureaus

CollectionAgencies

CREDIT PIT-FALLS

Rackets

Loan Sharlcs

Garnishee ofWages

CREDIT COUN-SELING

Court Trustee.=ship

Public Counselors

Consumer Pro-tective Associa-tion

Private Couwlors ,

IMJGGESTED LEARNING ANDEVALUATION EXPERIENCESHave credit bureau representative report toclass on credit ratings and collection prOc,e-dures.

Role playinga high pressure 'salesman andcustomer in situations portraying unscru-pulous merchants and schemes.,,

Have a panel consisting of a lawyer,-Clerk ofCourts, Better Business Bureau representa-tive and a debt counselor discuss larnishee.

SUGGESTEDRESOURCES.The Innocent Consuniervs. the Exploiters,Margolius

-

"Don't Get Garnisheed!'PamphletLabor and

;Industrial Relations Cen-ter.

"Family Credit Counsel-ing," - paniphlet Family

° Service Association ofAmerica

BANKRUPTCY

PATTERN FORFUTURE

GENERALIZATION;All offers of "free" merchandise are not valid.

Beware of "phony contests."

A.

reditMan's Confidencein ManFilm, ModernTalking Pictures, Inc.

An understanding of "bait and switch," "referral discount" schemes, "fear-sell" tactics, and othershad practices that consumers fall victim to is an integral part of consumer education.

42

43

4

COMMUNITYRESOURCES

SUPPLEMENTALINCOME SERVICES

Local. State Federal.

PROTECTIVESERVICES

Local State Federalre-N

I

43

4

0

COMMUNITY RESOURCES

OBJECTIVE: The student should be knowledgeable of the local, state and national governments' role incontrolling prbduct deception and outright product fraud.The student should be made aware of the procedures necessary to make use of the protec-tive agencies available to him.

SUGGESTED LEARNING ANDCONCEPT EVALUATION EXPERIENCES

SUGGESTEDRESOURCES

CONSUMER AIDAND PROTECTION

Deception

Fraud

` AdvertisingLabels

Protective BusinessAgencies

Better BusinessBureauLicense Dept.PolicePostal Protection

Search newspapers for items showing thegovernment's role in ferreting out productdeception.

Discuss: "You have just won," and ."Yourmoney cheerfully refunded" frauds.

Have class dismiss recent legislation thatwould be related to this topic.

Have one in-depth research project on oneagency that works to control product decep-tion.

1. Price (Truth in Lending-law)2. Advertising (cigarettes)3. Labeling (Labeling act)

Secure a packet at labels to show what labelscontents show. °

Ask employer how truth in advertising andlabeling affects him.

Local newspapers.

".`Consumer Education"West Virginia RetailingAssoc./0.E/ Lab.).

Ralph Nader car manu-facturer reports.

Consumer EconomicProblems, Warmke, et. al.

"Don't You Believe It,"Pyramid Publishers, 1966.

Consumer and His Dol-lar, (Chapter 15),Schoenfeld

Changing Times,Kiplinger

Filmstrip"Learning fromLabels," EvaporatedMilk Assoc. Free.

"Five Common Fraudsand How to Avoid Them"Readers Digest, Dec.1967.

GENERALIZATION:All three levels of government are woOcing to protect individuals from opportunists and unscrupulousmanufacturers.The government must enact laws that will affect all manufacturers in order to place sales safeguardson items sold.

Due to the large number of people in our country; the government must act as our protector.This area of public protection is now recognized as important. Most public and private agencies areworking to protect their area of endeavor to avoid public condemnation.

745

4'

0

OMMUNITY RESOURCES

OBJECTIVE: The student should recognize that our government agencies (national, state and local) areconcerned with safeguarding the consumer's rights.The student must acknowledge his role as a consumer and'seller and know how to react

io s,

accordingly. .

The student should be able to understand and react to product claims in a proper manner 0and know how to research these claims for truth. f


GOVERNMENTS Have students divide the class and each divi-ATTEMPT TO IM- sion research 'one agency from all levels thatPROVE COMPETI- aid consumers. Report to class on findings.TION AND LOWER .PRICES Have a speaker from the Better. Business

Bureau speak on consumer protection.Regulatory Acts

Nationalel

Ask a lawyer to speak on consumer .protec-tion (ex: legaraid society).

State Take two ads from the local, newspaper andfigure unit price on like items.

Local Question; Why are prices different' Arethese ads proper? Is the consumer being

Private Industry deceived by fraudulent ads?I* 0

Consumer report Local businessman to' speak on pricing pol-

UnderwritersLaboratory

Good Housekeeping.

Parents Magazine

GENERALIZATION:'''

ttie,,,of his iiidt4try.

SUGGESTEDRESOURCES

t

itBetter Business Bureau,local speaker.

Local laWsrei.

4-those One-sided' CreditLaws"Consumer Re-port, March, 1966.

ConsumgEconoinic .

Problems (chapt. 25),Warmke

Consumer Teaching Kit"The Marketplace"

Area buOnessrnan.

We should impress upon the student that the consumer does have some protection at all levels of'government. 0

We must show the student the pattern to be followed by the consumers if these governmental agenciesare be;consumer protectors. -

These agencies will possibly stop their operation if the consumers are not aware of their value.

46

46(

COMMUNITY 'RESOURCES

OBJECTIVE: The student should recognize that mast reputable manufacturers"try to regulate their in-dustries.Each student should be aware of the support most manufacturers' give to private testing as-sociations.

CONCEPTSELF-REGULA-TION AND QUAL-ITY CONTROL

NationalAssociation


SUGGESTEDRESOURCES

Consumer Union

Good Housekeep-ing

Parents Magazine

America!' GasAssoc.

"Ameri5an MedicalAssociation

AmericariDentalAssociation

GENERALIZATION:

Prepare a list of some of the laws of your statethat were passed to protect the Consumer.

Ask each of your students to select five itemsthey would find at their work Station and ex-amine the possible testing that might have,gone into these products.

Have students build a display window on cus-tomer protection theme.

Read some of. Ralph Nader's findings on pro-iducts and industries and report on their im-

pact on the economy.

Consumer EconqmicProblems (Chapt, 15 and26). Warm ke, et a/.

Local work station.

Trade Association Direc-tory (D.E.,,Lab).

Newspapers for Nader'sreports and comments.

Students should recognize that there are many private and governmental agencies testing products fortheir protection.Private citizen groups can and should prod all government agencies for necessary regulatory legislation.Students must be aware that these agencies are relatively small and can advise but rarely stop mayimproper practices.

47

47

COMMUNITY RESOURCES

OBJECTIVE: To Allow the student the opportnisity to be knowledgeable of the work of the consumerorganizations. °

To allow the student the opportunity to be knowledgeable of the working of consumer in-formation centers.To give students patterns of investigsition used by these organizations.

To show why and how consumer reports can aid in buying items.

SUGGESTED LEARNING ANDCONCEPT EVALUATION g XPERIENCES

SUGGESTEDRESOURCES

CONSUMER,GOR-GANIZAVIONSAND INFORMA-TION

BackiroundDiscuss: Early consumer legislation (et 4938

Consumer Voice Food & Drug Act) and how consumer was tobe protected. ,

ConiumerLegislation New position of consumer is now in operation.

Have students research HEW, ConsumerDepartment.

Speaker on new consumer action in 1970's.

Influence of "Muckrakers" on Consumerlegislation.

Examine many of the early food manufacturerconditions that affect consumer health.

Consumer and Ilis Dol-lar, (chapt,-2& 3),Schoenfeld

Consumer Economies(Part 25 & 26): Wilhelm,et al.

Speaker Soloman Harge

GENERALIZATION:Student should be aware of the conditions existing before the consumer was considered.The student should be aware of the recent legal changes that are being considered.The student'should be aware of the ways consumers may still be deceived in various sales techniques.

o

4 8-

48

e

SOURCES OF FREEHAND INEXPENSIVE MATERIALS

The following represents a few of the myriad sources of free or inexpensive materials. The title offer-ings are not given here,because the list is constantly changing. It is suggested, that the coordinator write tothese sources, telling them of his particular need and asking for a current list of available material. Thisshould be done on schoOl stationery andithe return addreSs should be that of the school for the best service,on such, requests.

The coordinator should alatalk with the-chairman of the social science department and request that-pertinent, mailings be .made available to him. A periodic scanning of various education magazines,especially those directed toward the area of the social sciences, will often yield new and useful sources ofmaterials.

..,1.1.1t

Bibliographies of Materials"Educator's Guide to Free Films," $9.50

"Educators Guide to Free Filmstrips," $7.00

"Educator's Guide to Free Tapes, Scripts; and Transcriptions," $6.75

All three are available from Educator's Progress Service, Randolph, Wisconsin 53956.

"Visual Aids for BUsiness and Economic Education," Southwestern Monographs, Southwestern Publishing Co.,Cincinnati, Ohio 45227

Distributive Education'Materials Lab, 1885 Neil Ayentie (115 Townshend Hall), Columbus, Ohio 43210.

49

9

INSTRUCTIONAL RESOURCES FOR DISTRIBUTIVE EDUCATION

1. AFL-CIO: Department of PublicationsPamphlet Division815 Sixteenth Street, N.W.Wshington, D.C. 2006

2. American Council on Consumer Interest/ .Columbia, Missouri 65201

3. American Home Economics Association1600 Twentieth Street, N.W.Washington, A.C. 20009

4. Association of Better Business BureauChrysler Building'New York, New York 10017

N5. Association of Stock Exchange Firms120 BroadwayNew York, New York 10005

6. Attorney General of/OhioState House AnnexColumbus, Ohio 43215

7. Automobile Manufacturers'Association, Inc.Educational Services Director320 New Center BuildingDetroit, Michigan 48202

The Brookings Institute1775 Massachusetts Avenue, N.W.Washingtol, D.C. 20036

9. Chamber of Commerce of the United States1615 H Street, N.W.Washhigton, D.C. 20006

.10. The Chase Manhattan Bank Money SystemRockefeller Center1254 Avenue of the Americas at 50th StreetNew York, New York 10020

11. Committee for Economic DevelopmentPublications Division477 Madison AvenueNew York, New York 10022

12. Consumers League of Ohio940 Engineers BuildingCleveland, Ohio 44114

50

INDUSTRIAL RESOURCES FOR DISTRIBUTIVE EDUCATION

13, Consumer ReportConsumer. UnionEducation Service BureauMtNernon, New York 10550

,

o

14. Continental Illinois National Bank and Trust Company of ChicagoFamily Financial Education ProgramChicago, Illinois

15. Council 'for Family Financial EdueationTwin TowersSilver Spring, Maryland 20910c,

16. Council of Better Business Bureau, Inc.Pamphlet Series845 Third. AvenueNew York,.New York 10022

Council on Consumer Information156' Gwynn Hall, University of MissouriColumbia, Missouri 65201

Croft Educational Sekvices, Inc.100 Garfield.AvenueNew London, Connecticut 06320

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19. Curriculum Resources, Inc.1515 West Lake Street

' Minneapolis, Minnesotn 55408

20. CUNA InternatiOnal (Credit Unions)Public ReIation$ DepartmentMadison, Wisconsin 35701

21; Eduka on Sery ice BureauC01, tglininnMount Lerryili, New York 10550.

22. D fprie4and CompapY,Eck cationhIlService BureaU.

Box 306rinceton, New Jersey 08540

DuPont de Nemours and Co!blic Relations Department

Wilmington, Delaware 19898

124. Federal Reserve Bank of:

Atlanta109 Marietta Street 30303

52

kr

-15 1

ChicagoP.O. Box 834 60690

ClevelandEast 6th Street anC5.uperior Avenue 44101

Minneapolis73 South:Fifth Street 55440

New York'33 Liberty Street 10045

o

Philadelphia925 ChetitnutSireet 19101

Richmond9th and Franklin Streets 23213

St. LouisP.O. Box 442 g166 9

These banks have vi ied offerings and periodical materials.o

'

257 Health Insurance InstituteEducational Division488. Madison AvenueNew York, New York 1002

26. Insurance Information InstituteEdUcational DiVision

. 110 William StreetNew York, New York 1003&

2.7, Internal Revenue Service ,

TeachindTaxes CoordinatorP.0, Box 1818 ,

Cincinnati, Ohio 45201

8. Joint Council on Economic Education1212 Avenue of the Americas ,

New York, New York 1006

29. National Association of Food Chains1725 Eye Street, N.W.Washington, D.C. 20006.

30 National Committee for Education in Family Finance227 Park AvenueNew York,New* York 10017

31; National Education AssociationO Department of Home Economics

1201 Sixteenth Street, N.W.Washington, D.C. 20006

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3

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32. National Foundation for Consumer Credit1411 K Street, N.W.Washington, D.C. 20036

33, National Industrial COnfetence Board, Inc.845 Third AvenueNew York, New York 100i2

34. 'National Research,bureau, Inc.Employee Relations Bureau Corp.221 North LaSalle StreetChicago, Illinois .60601

35, New York Stock Exchange11 Wall Street;New York, New York 10005

36. Ohio AFL;CIO271 East Street Street

, Columbus, Ohio 43215

37: Ohio C6uncil on Economic EducatiorlOhio UniversityAthens, Ohio 45701

.

38. Public Affairs.Pamphlets381 Park Avenue, SouthNew York, New York, 10016

39'. Realtor's National Foundation,Inc.1360,Connecticut AvenueWashington, D.C. 20036

40. Republic Steel CorporaiionPublic Affairs Department

0 1025 Republic BuildingP.O. Box 6778Clef land, Ohio 44101

41. Sears, oebuck and CompanyConsum Information Services, Department 703303 East Ohio StreetChicago, Illinois 60611

42. Service Center for the Teach_ers of History.4 Department 470

60 Fifth AvenueNe* York, New York 10011

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43.. Southwestern MonographsSouthwestern Publishing Co,Cincinnati, Ohio 45227

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44. Tax Foundation, Inc,50 Rockefeller PlazaNew York, New York. 10020

45. The Twentieth Century Fund411 East 70th StreetNew York, New York 10021

46. United States Department of Health, Education and WelfareSocial Security AdministrationBaltimore, Maryland 21235

47. The University of ChicagoIndustrial Relations Center.1225 East 60th Street.Chicago, Illinois 60637

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55 ,

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BOOKS

Better Business Bureau, 112 E: 10th Street, Kansas City, Missouri: Consumers Buying Guide

Black, Hillel. Buy Now, Pay Later. New York: Pocket Books, Inc.

Casper, Jean. DarkSide df-the Marketplace. New York: Trident Press

Council ford Family. Financial Education, Teaching Consumer Education and Financial Planning, Silver Springs,

a

Maryland

Gollin, James.. Pay Die Later. New York: Random House, 1966.

Gordon, Lee. Economics for Consumers. New York American Book Co., 1967.

Hamilton. Tho Consumer in Our Economy. Boston: Houghton Mifflin Co., 1962.

Leinwand, Gerold. The drinsumpr. New York: Wahington Square Pras, 1970;

Levy, Feldman, Sasseroth. The Consumer in the Marketplace New York: Pitnian Publishing Corp., 1970.

MargoliuSidney. The Innocent Consumer vs. the Exploiters. New York: Trident Press, 1967::

Marshal, Austin. How to Get a Better Job. New York: Meredithpress, 1964.

Packard, Vance. The Status Seekers. New York: McKay.

Schoenfeld, Natella: The consumer and His Dollars. DObbs Perni,New York: °calla Publications, Inc., 1970.

Springer, John L. ConsumerSwindlers ancIllow to Avoid Them. New York: Award Books.

Warmke, Wylie, Wilson, Eyster. Consumer Economic Problems. Cincinnati, Ohio:.South-Western Publishing Com\pany, 1970. ,

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Whorton, Don. Five Common Frauds and How to Ayoid_Them. Pleasentville, New York: Readers Digest, 1967.

Heimerl, Jelley Consurner conomics. New YOrk: McGraw-Hill, 1966.

Wingate. Know Your Merchandise. New York: McGraw-Hill, 1964.

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PAMPHLETS

American Bankers Association, Banking Eilucation Committee, 90 Park Avenue, New York, New York 10016."Personal Money Managenient."

°

Bureau of Census, Washington, D.C. 20233, "Present Value of Estimated. Lifetime Earnings."o

Family Service Association of America;44 E 23rd Street, New York, New York 10010. "Family Credit COutiseling."

Fasfeld, Daniel R. "Don't Get Garnisheed."- Labor and Industrial Relations Center. Michigan StateNniver0y, EastLansing,,,Michigan 48823. $ .25

Federal Trade Commission, 6th Street and Iiennsylvania Avenue, NAV., Washington, D.C4 20580, "(Pitfalls to'Watch for in. Mail Order Insurance Policies."

Household Finance Corp., Chicago, Illinois. "Your FOod Dollar." "Your Clothing Dollar." "Managing your Clothing ^Dollar." "Your Automobile Dollar."

Institute of Life Insurance, 277 Park Avenue,New York, New York 10017. "Policies-for Protection." "Life InstianceFact Book." "Decade of Decision,"

Merrill Lynch, Pierie, Fenner and Smith, Inc P.O. Box 333, Wall Street. Station, New York, New York, 10005."What Everybody Ought to Know About the Stock and Bond Business?'

National Association of Manufacturers, 277 Park Avenue, New York, New York. "Job Facts."

Atiorial Consumer Finance Corp, 7000-16th Street, NW, Washington, D.C.' 20036, "Basic Principles in Familyand Credit Management."

National. Research Bureau, Inc., Employee Relations Bureau Corp., 221 North LaSalle Street, Chicago, Illinois60601. "Firesafety and ;Petition ;. Disaster; Burglary and You; Are You. Protected?"

Pyramid Publications, 444 Madison Avenue, New York, New York, "Don't You Believe It."

Superintendent of Documents, Washington, D.C.' 20233. "U.S. Savings Bonds."

U.S. Department of Agriculture, Washington, D.C. "Planning Ahead for the Buying, of Major Equipment."

University of Connecticut, Publications Room, Box U-35, Storrs, Conn. 06268. "Consumer Credit."

University of Missouri, Cooperative Extension Service, Columbia, Missouri: 65201. "The Money'World as Seen by -a Young Modern!'

58

Changing Times. A Resource Kit for Teaching Consumer Education. 1729 H Street NW, Washington, p.d 20006.

CONSUMER EDUCATION KITS/.

,

Grail r Education Corp. Modern Consumer Education-845 Third Avenue, New York, New York 10022.

Nation Consumer Finance Association. A One, Week Teaching Unit on Consumer Finance. 1000 Sixteenth Street,NW, Washington, D.C. 20036.

Qlcott Forward, Inc. Smart Spending, 234 N. Central Avenue, Hartsdale, New York 10530.

Social Security Administration. Tea ters Social Security Kit Folder. Office of Information, Baltimore, Maryland21235.

PERIODICALSS'

Changing Times, The Kiplinger Magazine, 1729 H Street, NW, Washington, D.C.

Readers Digest, "Five Common Frauds and HO to Avoid Them." PleasantAle, New York, December, 1967:"

Textile Topics. Celanese. Fibers Marketing Co., Fifth Avenue, N,ew York, New York.

FILMSTRIPS

Association-7Sterling Films; 600 Grand Avenue, Ridgefield, New Jersey."The Role of the Consumer""Consumers in Actigr%

Guidance Associates, New Jersey; ;Exploited' Generation."

Household Finance (I.F.C.) Corporation, Prudential Plaza, Chicago, Ill."Spending Your,Food Dollar":Tour Wardrobe and You""Managing Your Clothing Pollar" . , . t`''Your Automobile Dollar" . . P ... 1

"rou the Shopper"-"Your Money's Worth in Shopping" ..-

;,,

, - . .

? , . $1.754 $1.75

. $1.75$1.75

0 $1.75. : $1.75

Institute of Life Insurance, 277 Park 'Avenue, New York, New York. "Dollars for Security."

o

Ohio. Consurneis.-Loan Association, 79 E. State Street, Columbus, Ohio,""Your Money Matters" ' '"You Take plc.:Credit"

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4

59

FILMS

:American Banking Associdtion, Banking Education Conun., 90 Park Avenue, New York, New York 10016. Manag-;*

ing Your Money,

Association Films Inc., 600 Madison Avenue, New York, New York 10022. Personal Money Management, The Wise

Use of Credit.

AssociationSterling Films, 600, Grand Avenue, Ridgefield, New Jersey.Time and a Place to Grow.Protection for People

Dupont Company, Wilmington, Delaware. Facts About Fabrics.

Modern Talking Films, Inc., 3 East 54th Street, New York, New York, 10022.Harvey Dilemma.CreditMan's Confidence in Man.

INational Colsemer Finance Association, 1000-46th Street NW, Washington, D.C. 20036. personal Financial Plan-

s ning.

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